The Development of Awareness of the Black Standard/Black Nonstandard Dialect Contrast Among Primary School Children: A Pilot Study. Research and Development Memorandum Number 83.

Autor/inn/en	Politzer, Robert L.; Hoover, Mary R.
Institution	Stanford Univ., CA. School of Education.; Stanford Univ., CA. Stanford Center for Research and Development in Teaching.
Titel	The Development of Awareness of the Black Standard/Black Nonstandard Dialect Contrast Among Primary School Children: A Pilot Study. Research and Development Memorandum Number 83.
Quelle	(1972), (22 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Auditory Discrimination; Black Dialects; Black Students; Elementary School Students; Grammar; Language Styles; Language Tests; Linguistic Performance; Phonology; Racial Differences; Reading Achievement; Sociolinguistics; Standard Spoken Usage; White Students; California + Suchen Sie Ihr Suchwort? Grammatik; Sprachstil; Language test; Sprachtest; Fonologie; Rassenunterschied; Leseleistung; Soziolinguistik; Gesprochene Sprache; Umgangssprache; Kalifornien
Abstract	This experiment deals with a test of auditory discrimination between standard Black English and nonstandard Black English. The test consists of two sections, one emphasizing phonological variables and the other emphasizing grammatical variables. It was administered to 83 black and 71 white children who were second, fourth, and sixth graders in schools attended primarily by children from lower to lower middle class socioeconomic backgrounds. The analysis of variance of the test results showed that: (a) test scores increased with maturation; (b) girls performed generally better than boys; and, (c) black children performed better than white children. For black children, achievement on the tests correlated significantly with scores on standardized reading achievement tests at all grade levels. For white children, the correlations were significant only at the sixth-grade level. The results of the experiment indicate that the awareness of the standard/nonstandard difference is more highly developed in black children than in white children--perhaps as a result of training, perhaps as a result of greater exposure to both standard and nonstandard black speech. They also suggest that for black children recognition of the difference is related to reading achievement in standard language from the beginning of their school career. (Author/JM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC